Constructivismo educativo, actividad y evaluación del docente

Relato de algunas posibles incongruencias

Abstract

It disputes on the approach of the constructivism to the educational territory: to the theory that accompanies the professorial performance or to the practical exercise of the teaching. It sustains that the constructivism has not been the most fortunate influence. And constructivism has not been the most fortunate influence because it has permeated in a little proportion the activities in which teacher must get involved: when he receives its formation or when he is updated, when his work is evaluated, when he is demanded to present an interpretation of the plans and scholastic programs. The problematic is established at the same time an alternative is being explored to face it in the teaching evaluation ambit. This alternative encourages the teacher to shape himself as a “constructive academician”, in the same way that he is expected to shape “constructive students”.